Abstract
This article describes the use of undergraduate teaching assistants in a Violence and Gender learning community. After an introduction to the learning community structure and content, we describe the rationale for exploring this innovative pedagogical model. We present our strategies for recruiting, selecting, and preparing the undergraduate teaching assistants for this experience and illustrate how we collaborated as a teaching team. Finally, we present an evaluation of this model, using the teaching assistants' reflections on this experience, a survey of and interviews with students enrolled in the learning community, and our own assessment of this experience.
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